Make up day for missing assignments. Go to your power school to see what you are missing. Once you finish all missing assignments, turn them into the basket and then go to the Quia assignment listed below.
IF you are not missing anything, Go to Quia or click below and complete the "Activities" listed on my page. Do the best you can.
Virtual Lab- Assessing Water Quality- Acid Rain and pH
Click on the Information tab and fill in the guided notes. Begin the activity and fill in the chart. The computer will randomly chose a specimen. You will need to hit "RESET" several times to test ALL specimens. http://www.mhhe.com/biosci/genbio/virtual_labs/BL_09/BL_09.html
Purpose: · to learn a method for assessing water quality · to investigate the effects of acid rain on aquatic organisms Procedure:
Read the information in the text box to the left of the simulation.
Click on the information button on the bottom of the lab screen to learn about acid rain, pH, indicator species, and how changes in populations of aquatic invertebrates indicate water quality.
Read the procedure and follow the directions for using the lab simulation.Record your data in Data Table 1, below Note: the pH scale on the data table goes from high to low, so you will need to fill in the table from the bottom to the top!
Practice a bit so you understand how the simulation works!
Collect Data for each invertebrate (Sideswimmer, Stonefly Nymph, Aquatic Earthworm, Fairy Shrimp, Dragonfly Nymph, Snail, Leech, Tubifex Worm, Crayfish, Clam)
Results: See Data Table 1 and graphs, below
Discussion: Please support your statements with information from Data Table 1 and your graphs!
How does acid rain affect ecosystems?
Which species of aquatic invertebrate was most tolerant to changes in pH? Which was least tolerant? How do you know?
Do you think it is necessary to start with a higher pH level? Explain
What is an indicator species? How are indicator species used to assess pollution levels?
Which of the species that you investigated is most likely an indicator species?
What are some sources of error in this experiment? How would you improve it?
What type of experiment would you perform to determine the effect of acid rain on plant species?
Conclusion: One statement about the species that is most tolerant to changes in pH AND One statement about the species that is least tolerant to changes in pH
Reflection: Personal statement about what you learned from this lab activity
Data Table 1: Effects of Carbonic Acid on Water pH and Population Size of Aquatic Invertebrate
Species
Population Size
2.8
3.1
3.4
3.7
4.0
4.3
4.6
4.9
5.2
5.5
5.8
6.1
6.4
6.7
7.0
Sideswimmer
Stonefly Nymph
Earthworm
Fairy Shrimp
Dragonfly Nymph
Snail
Leech
Tubifex Worm
Crayfish
Clam
Feb 17-Monday
Completion of Water Quality Pamphlet
Due to our inclement weather, the 2013-2014 calendars have been adjusted. March 21, 2014, will now be full instructional day. Please remember to notify all parents of the change.
Water Quality Pamphlet (tri-fold) - You will use your laptop and notes to complete the research for the pamphlet.
You are an employee of the local agriculture extension agency and have been assigned the task of creating a public awareness pamphlet on the importance of water quality testing
You will have to include a description of the indicators of water quality (pH, dissolved oxygen, turbidity, nitrates, temperature, and bio-indicators).
You will also need to include a section that discusses the ramifications (consequences) of indicator levels being too high or too low.
The agency has asked you to include a section of websites that the public can use to become more informed.
Guidelines for you Pamphlet 1. cover page 2. Importance of water quality
what is water quality
why is it important
why do we test
3. Indicators description
pH, DO (dissolved oxygen), turbidity, nitrates, temp, bio-indicators
4. Ramifications (consequences) of too high and too low
for each indicator (you will have 6 that are too high and 6 that are too low)
Due to our inclement weather, the 2013-2014 calendars have been adjusted. February 12, March 5, and March 28, 2014, will now be full instructional days and not half days. Please remember to notify all parents of the change.
Feb 4- Tuesday
Water Quality Puzzle.... Search the internet or use your textbook to fill in each puzzle piece then cut apart and glue into your notebooks as shown in the picture
Students will draw the rivers and basins of NC on a map provided. They will color code the largest river basins.
Draw in ALL the rivers of NC. ONLY Label the following: French Broad, Yadkin, Pee Dee, Deep River, Haw, Tar, Cape Fear, Neuse, Catawba, Roanoke, and Chowan.
Using colored pencils, draw and shade in the 4 largest river basins: Cape Fear, Tar-Pamlico, Neuse, and Yadkin. Be sure to include a color key on your map for the River Basins.
Don't forget to color and label the Atlantic Ocean.
Remember to have a key on the paper matching the color to the river basin
Procedure: 1.There are 9 stations located around the room.
Station 1 = CLOUD
Station 2 = LAKE
Station 3 = OCEAN
Station 4 = RIVER
Station 5 = GROUNDWATER
Station 6 = ANIMAL
Station 7 = PLANT
Station 8= SOIL
Station 9=GLACIER
2. Count off by 9’s and report to your assigned station. 3. Roll the dice and record your number. Then read your next destination by matching up the number on your dice with the number on the station card. Record your station, directions, and destination on your Water Cycle Travel Log 4. Listen for teacher to call “Cycle” and be ready to move to your next station. 5. You will continue for 10 cycles. Return to your seat.
After you have your travel logs completed, write a 1-2 page story (from a water drop’s viewpoint) describing your travels Journey of a water molecule story 1. You are to write a story on your travel as a water droplets point of view. 2. You must come in contact with at least two of the following: an animal, a plant, and/or a human. 3. Picture to sum up your story. (create a picture from Paint and then insert it into your word document 4. 12 point font, one page, and single spaced.
The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word. For this activity, you will write the definition, give real world examples, draw a sketch, and use the word in a sentence of your own.
Scroll to the bottom and click on "Journey to Deep Sea Vents"
Creature Cubes
Using the following site or the printed worksheet, you will select an Oceanic Animal and create a 'Creature Cube" http://www.readwritethink.org/files/resources/interactives/cube_creator/ When using this site, you will need to select the "Create Your Own Cube". You will need to insert a title. Once the cube loads, click in the lower right corner "Finish". This will give you a blank cube to create your work on.
Task:
Search the web and Select an animal to research
Answer the following 6 questions (One question per side of the cube)
Description of the Animal- What is it called? What does it look like?
Draw and color a picture of the animal
Where does it live? Which ocean zone?
What does it eat? (Prey)
Who are their enemies? (Predators)
List 3 interesting facts
Write in Ink- blue or black
Decorate your Cube with colored pencils or markers
Cut the Cube from the page and fold along the dotted lines
Using a very small amount of glue, assemble the Cube
Part 1: Label the parts of the ocean floor (continental shelf, continental slope, abyssal plain, mid ocean ridge, and trench. Outline everything in black. Either a marker or colored pencil so that it stands out. You will be adding more items to the picture so do not color it in yet.
Part 2: Label the following on your drawing and give definitions for each on the back of the paper: intertidal zone, neritic zone, open ocean zone
Draw an animal in each zone on your drawing and give definition for each on the back of the paper:plankton, nekton, benthos (Other animals are suggested)
You can add extras such as a boat, birds, etc. Put your drawings where their supposed to be.
After you are finished with part 1 and part 2...Color the entire drawing.
Today students began their studies of Earth’s oceans by taking a closer look at estuaries. We read an article to learn more about estuaries, their importance and how our human activity can impact the ecosystem balance in an estuary.
Answer the questions in the following format in your notebooks. Don't forget to glue the article into the notebook.
8.E.1: Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans.
Feb 24-Monday
Water Quality and River Basin Test
Feb 21-Friday
When is the water safe to drink? Virtual Lab
http://www.glencoe.com/sites/common_assets/science/virtual_labs/CT04/CT04.html
Feb 20-Thursday
Make up day for missing assignments. Go to your power school to see what you are missing. Once you finish all missing assignments, turn them into the basket and then go to the Quia assignment listed below.
IF you are not missing anything, Go to Quia or click below and complete the "Activities" listed on my page. Do the best you can.
EOG REVIEW:
Bacteria and Viruses
http://www.quia.com/cb/819380.html
Geologic Time Vocab
http://www.quia.com/jg/2534364.html
Hydrology EOG Review Part 1
http://www.quia.com/rr/945500.html
http://www.quia.com/jg/2488694.html
Feb 19-Wednesday
Testlet: Spill spews tons of Coal Ash into NC riverWater Treatment Plant- Using the two sites, complete the worksheet. Draw and write a description about the 6 steps to the water treatment process.
http://ga.water.usgs.gov/edu/wwvisit.htmlhttp://water.epa.gov/learn/kids/drinkingwater/watertreatmentplant_index.cfm
Feb 18-Tuesday
Virtual Lab- Assessing Water Quality- Acid Rain and pH
Click on the Information tab and fill in the guided notes. Begin the activity and fill in the chart. The computer will randomly chose a specimen. You will need to hit "RESET" several times to test ALL specimens.http://www.mhhe.com/biosci/genbio/virtual_labs/BL_09/BL_09.html
Purpose: · to learn a method for assessing water quality · to investigate the effects of acid rain on aquatic organisms Procedure:
- Go to Assessing Water Quality at http://www.mhhe.com/biosci/genbio/virtual_labs/BL_09/BL_09.html
- Read the information in the text box to the left of the simulation.
- Click on the information button on the bottom of the lab screen to learn about acid rain, pH, indicator species, and how changes in populations of aquatic invertebrates indicate water quality.
- Read the procedure and follow the directions for using the lab simulation.Record your data in Data Table 1, below Note: the pH scale on the data table goes from high to low, so you will need to fill in the table from the bottom to the top!
- Practice a bit so you understand how the simulation works!
- Collect Data for each invertebrate (Sideswimmer, Stonefly Nymph, Aquatic Earthworm, Fairy Shrimp, Dragonfly Nymph, Snail, Leech, Tubifex Worm, Crayfish, Clam)
Results: See Data Table 1 and graphs, belowDiscussion: Please support your statements with information from Data Table 1 and your graphs!
Conclusion: One statement about the species that is most tolerant to changes in pH AND One statement about the species that is least tolerant to changes in pH
Reflection: Personal statement about what you learned from this lab activity
Data Table 1: Effects of Carbonic Acid on Water pH and Population Size of Aquatic Invertebrate
Feb 17-Monday
Completion of Water Quality Pamphlet
Due to our inclement weather, the 2013-2014 calendars have been adjusted. March 21, 2014, will now be full instructional day. Please remember to notify all parents of the change.
Back to Top
Feb 10-Monday
Water Quality Pamphlet (tri-fold) - You will use your laptop and notes to complete the research for the pamphlet.
- You are an employee of the local agriculture extension agency and have been assigned the task of creating a public awareness pamphlet on the importance of water quality testing
- You will have to include a description of the indicators of water quality (pH, dissolved oxygen, turbidity, nitrates, temperature, and bio-indicators).
- You will also need to include a section that discusses the ramifications (consequences) of indicator levels being too high or too low.
- The agency has asked you to include a section of websites that the public can use to become more informed.
Guidelines for you Pamphlet1. cover page
2. Importance of water quality
- what is water quality
- why is it important
- why do we test
3. Indicators description- pH, DO (dissolved oxygen), turbidity, nitrates, temp, bio-indicators
4. Ramifications (consequences) of too high and too low- for each indicator (you will have 6 that are too high and 6 that are too low)
5. Websites (5)6. Pictures
http://ga.water.usgs.gov/edu/waterquality.html
http://water.epa.gov/scitech/datait/tools/waters/index.cfm
http://water.epa.gov/scitech/swguidance/standards/
http://sanfordnc.net/Public_Works/Water_Plant/wtp.htm
Check out the Cape Fear Watershed:
http://ofmpub.epa.gov/waters10/attains_watershed.control?p_state=NC&p_huc=03030004&p_cycle=2010&p_report_type=Feb 7- Friday
Bill Nye- "Stuff Happens: Bathrooms" and "Stuff Happens: Beaches" -Discovery Education Videos
As students watch the two videos:
Complete the worksheet for "Stuff Happens- Bathroom"
Stuff Happens: Bathroom- http://app.discoveryeducation.com/search?Ntt=stuff+happens%3A+bathroomFill in an ABC chart for "Stuff Happens- Beaches"
Stuff Happens: Beaches- http://app.discoveryeducation.com/search?Ntt=stuff+happens%3A+beachFeb 6: Thursday
Point Source and Non Point Reading
Water Quality: Point Source PollutionRead the article on Point Source Pollution and answer the 6 questions found at the bottom of the article.
Feb 5: Wednesday
Discovery Education Scavenger Hunt on Water Quality
http://tinyurl.com/a54rgfuDue to our inclement weather, the 2013-2014 calendars have been adjusted. February 12, March 5, and March 28, 2014, will now be full instructional days and not half days. Please remember to notify all parents of the change.
Feb 4- Tuesday
Water Quality Puzzle.... Search the internet or use your textbook to fill in each puzzle piece then cut apart and glue into your notebooks as shown in the picture
Feb 3-Monday
Students will draw the rivers and basins of NC on a map provided. They will color code the largest river basins.
Draw in ALL the rivers of NC. ONLY Label the following: French Broad, Yadkin, Pee Dee, Deep River, Haw, Tar, Cape Fear, Neuse, Catawba, Roanoke, and Chowan.
Using colored pencils, draw and shade in the 4 largest river basins: Cape Fear, Tar-Pamlico, Neuse, and Yadkin. Be sure to include a color key on your map for the River Basins.
Don't forget to color and label the Atlantic Ocean.
Remember to have a key on the paper matching the color to the river basin
Rivers of NC
http://geology.com/lakes-rivers-water/north-carolina.shtmlRiver Basins
http://www.eenorthcarolina.org/images/River%20Basin%20Images/final_web_booklet.pdfBack to Top
Jan 27-Monday
Complete River Basin Hunt
Read the article "The Fish Kill Mystery" and answer the 9 questions at the end of the article on a separate sheet of paper.
http://tinyurl.com/bf675y6Other Resources:
http://www.ncsu.edu/wq/harmful%20algae/pfiesteria/index.htmlhttp://www.ncsu.edu/wq/harmful%20algae/pfiesteria/index.html
Jan 24-Friday
River Basin Scavenger Hunt- Go to the first web site and then scroll down to open the River Basin Booklet OR click on the second link.
http://www.eenorthcarolina.org/riverbasins.htmlhttp://www.eenorthcarolina.org/images/River%20Basin%20Images/final_web_booklet.pdf
Jan 23-Thursday
Properties of Water and Water Cycle Test
**http://www.quia.com/quiz/4000737.html**Jan 22-Wednesday
Journey of a Water Droplet Activity
Procedure:
1.There are 9 stations located around the room.
2. Count off by 9’s and report to your assigned station.3. Roll the dice and record your number. Then read your next destination by matching up the number on your dice with the number on the station card. Record your station, directions, and destination on your Water Cycle Travel Log
4. Listen for teacher to call “Cycle” and be ready to move to your next station.
5. You will continue for 10 cycles. Return to your seat.
After you have your travel logs completed, write a 1-2 page story (from a water drop’s viewpoint) describing your travels
Journey of a water molecule story
1. You are to write a story on your travel as a water droplets point of view.
2. You must come in contact with at least two of the following: an animal, a plant, and/or a human.
3. Picture to sum up your story. (create a picture from Paint and then insert it into your word document
4. 12 point font, one page, and single spaced.
Jan 17-Friday
Buoyancy Activity
http://phet.colorado.edu/en/simulation/buoyancyJan 16-Thursday- 2 hour Delay
Density Lab- PhET: Density Activity/Funsheet
http://phet.colorado.edu/sims/density-and-buoyancy/density_en.htmlJan 15-Wednesday
Make up work.....
Jan 13-14: Monday/Tuesday
Using the Weather Webquest found on my wiki page, students will search the web and learn about the Water/Hydrologic Cycle.
http://mrscameronswiki.wikispaces.com/Weather+WebquestBack to Top
Jan 10-Friday
Passengers in a Boat
Jan 9-Thursday
Floating or Sinking: Density Lab
Dunking for density. Please click on the link for density lab
http://ww2.unime.it/weblab/mirror/ExplrSci/dswmedia/density.htm
Jan 8-Wednesday
Science Benchmark
Code: V3JAWY2Jan 7- Tuesday: 2 Hour Delay
Jan 7-Tuesday
Sinkin' Lincoln Lab Activity-Surface Tension and CohesionJan 6: Monday
Frayer Model Continued
Jan 3- Friday
Graphic Organizer on the following terms-
The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non examples of the concept word. For this activity, you will write the definition, give real world examples, draw a sketch, and use the word in a sentence of your own.Frayer Model
HAPPY NEW YEAR, 2014!!!
Jan 2-Thursday
Floating or Sinking- Chapt 2, Sect 2
Dec 18-20: Wednesday-Friday
Finding Nemo Video and Question Worksheet
(2 worksheets)Dec 17- Tuesday
Properties of Water
Brain Pop- Waterhttp://www.brainpop.com/science/earthsystem/water/preview.weml
Water Power Point
Guided Notes
Properties of Water Reinforcement worksheet
Back to Top
Dec 16-Monday
Ocean Floor and Zones Test of Quia
Dec 13- Friday
Ocean Floor and Zones Test of Quia
Dec12- Thursday
8th graders to visit High Schools
Blue Planet- Ocean Deep VideoDec 11-Wednesday
Plate Tectonic Lab
Courtesy of: http;//www.calaged.csuchico.edu
Dec 10-Tuesday
Plate Tectonics Vocabulary
1-Define the following:
Tectonic plate
fault
Lithosphere
Divergent boundary
Subduction zone
Convecting mantle
Convergent boundary
Continental drift
Transform fault boundary
Lithospheric plates
2-Draw, color, and label a picture of each:
Convergent boundary
Divergent boundary
Transform fault boundary
Subduction zone
Dec 6 and Dec 9-Friday and Monday
Completion of Creature Cubes
Dec 5-Thursday PROGRESS REPORTS SENT HOME TODAY
Go to the following site and follow the instructions below and then on the web site to do some investigation.
http://www.amnh.org/explore/ology
On Left, choose "Marine Biology"
Scroll to the bottom and click on "Journey to Deep Sea Vents"
Creature Cubes
Using the following site or the printed worksheet, you will select an Oceanic Animal and create a 'Creature Cube"http://www.readwritethink.org/files/resources/interactives/cube_creator/
When using this site, you will need to select the "Create Your Own Cube". You will need to insert a title. Once the cube loads, click in the lower right corner "Finish". This will give you a blank cube to create your work on.
Task:
Additional Resources:
http://www.liveaquaria.com/
http://www.factzoo.com/
Dec 2-4: Monday-Wednesday
Video "Drain the Ocean" Documentaryhttps://www.youtube.com/watch?v=T2lOb4YUvl4
Exploring the Ocean Guided Notes
Back to Top
Nov 26-Tuesday
Exploring the Ocean Guided notes
Nov 25-Monday
Magic School Bus:Blows its Top
Nov 22- Progress Reports sent home to be signed and returned on Monday.
Nov 22:Friday
Completion of Water Planet
Drawing the Ocean Floor Activity- Use textbook pages 180-181 or 188-189
Part 1: Label the parts of the ocean floor (continental shelf, continental slope, abyssal plain, mid ocean ridge, and trench. Outline everything in black. Either a marker or colored pencil so that it stands out. You will be adding more items to the picture so do not color it in yet.
Part 2: Label the following on your drawing and give definitions for each on the back of the paper: intertidal zone, neritic zone, open ocean zone
Draw an animal in each zone on your drawing and give definition for each on the back of the paper: plankton, nekton, benthos (Other animals are suggested)
You can add extras such as a boat, birds, etc. Put your drawings where their supposed to be.
After you are finished with part 1 and part 2...Color the entire drawing.
Definitions on back of paper:
Continental shelf, Continental slope, Abyssal plain, Mid ocean ridge, Trench, Intertidal zone, Neritic zone, Open ocean zone, Plankton, Nekton, Benthos
Nov 21- Thursday
Today students began their studies of Earth’s oceans by taking a closer look at estuaries. We read an article to learn more about estuaries, their importance and how our human activity can impact the ecosystem balance in an estuary.
Answer the questions in the following format in your notebooks. Don't forget to glue the article into the notebook.
Nov 20-Wednesday
The Water Planet- you will need a calculator, ruler, and colored pencils
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